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1.
Pieterse Alex Fang Ke Evans Sarah 《International journal for the advancement of counseling》2011,33(4):280-292
This content analysis examined internationally focused scholarship published from 1997 to 2009 in two counseling journals
published in the United States (US), namely The Counseling Psychologist (TCP) and the Journal of Counseling Psychology (JCP). Both demographic and content criteria, including author affiliation, participant location, topic area, cultural relevancy
of construct examined, method of collaboration and research design, were examined. A positive trend for the publication of
non-US-based scholarship was observed; however, a 10% representation of internationally-oriented scholarship in the past 13 years
suggests the potential for further international initiatives and integration in the field. Questions and implications for
future development of internationalization within US-based counseling psychology are discussed. 相似文献
2.
孙莉 《外语教学理论与实践》2014,3(2):9
本研究从源起、界定、分类、适用范围、优缺点等方面详解定性分析法,考察该方法在语用学研究
中的运用情况,特别关注该方法与思辨类研究中涉及的示例法之间的异同,通过对国内八种主要的外语类核
心期刊和国外两种主要语用学期刊2003 － 2012 近十年来发表的语用学实证研究的文章进行归纳统计、比较,
总结出语用学研究中定性分析法使用的总体特征和发展态势,结果发现: 1) 与国外情况相比,国内语用学研
究中定性分析法的使用明显不足且呈现不稳定的特征; 2) 国内外定性分析法的使用在与研究话题的相关性
方面存在差异; 3) 国内外语用学定性研究在理论视角和目标取向方面也存在差异。研究结果对推动我国语
用学研究特别是研究方法的选择具有借鉴意义。 相似文献
3.
A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States 
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下载免费PDF全文 The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists. 相似文献
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Prevalence of mindfulness literature and intervention in school psychology journals from 2006 to 2016 下载免费PDF全文
下载免费PDF全文 Stacy L. Bender Rachel Roth Alicia Zielenski Zachary Longo Ashley Chermak 《Psychology in the schools》2018,55(6):680-692
Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006–2016. The prevalence of mindfulness articles and research specifically focused on mindfulness intervention were examined. Additionally, the type of intervention implemented, tier of intervention, and targets of intervention were examined. Results indicated that .57% of articles during the ten‐year time frame were related to mindfulness (n = 17). Eight of the 17 articles investigated mindfulness interventions, with interventions ranging from informal practices (e.g., Mandala coloring) to specific intervention programs (e.g., Compassion and Attention in the Schools). Majority of interventions were implemented at the universal level for students. Future directions for mindfulness research and the importance of mindfulness in school psychology are discussed. 相似文献
7.
Scott B. Greenspan Sarah A. Fefer Sara A. Whitcomb Jessica M. Kemp 《Psychology in the schools》2019,56(6):907-927
Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature. 相似文献
8.
This article presents a case study on internationalization assessment. The international, intercultural and global dimensions at the school level are examined, focusing on the case of one particular secondary school in Israel. A novel, practical assessment tool is presented for the measurement of internationalization intensity and scope at the school level, based on systematic analysis of school websites and adapted from the existing assessment tool for higher education institutions. The results are verified by an in-depth interview with the principal of the focus school, confirming that the proposed tool can be easily used in large-scale studies. According to the assessment conducted, it was found that internationalization processes take place in each of the tested domains, although a large variation was found in intensity and appearance. This case study of an Israeli secondary school may serve as a point of departure to study internationalization in the secondary education system through the proposed comprehensive, reliable and easy to use school website assessment tool. 相似文献
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Supervision is a distinct competency area in professional psychology with a burgeoning research base. Yet it remains unclear to what extent the broad supervision research base generalizes specifically to supervision of psychological services in schools for both preservice trainees and credentialed school psychologists. The purposes of this study were to map and review current evidence regarding supervision in school psychology; consider the evidence in the context of the broader psychology supervision literature; and reflect on next steps for training, practice, and research of supervision in school psychology. A systematic review across school psychology journals and psychological supervision journals found only 37 peer refereed articles (21 empirical and 16 conceptual) published on the topic of supervision in school psychology since the year 2000. The topical coverage of these articles is summarized, including its contributions and limitations. Implications are drawn for future research of supervision in school psychology. 相似文献
10.
This paper reports a survey of research in mathematics teacher education from 1999 to 2003 done by an international team of
five mathematics educators and researchers. The survey included published research in international mathematics education
journals, international handbooks of mathematics education and international mathematics education conference proceedings.
Some regional sources from various parts of the world were also included. We investigated who was writing, from and in what
settings, with what theoretical frameworks, and with what sorts of study designs for what core questions. We also examined
the range of findings and conclusions produced in these studies. Our analysis presented here focuses on four themes that stood
out from our initial investigation of almost 300 published papers, and systematically elaborated through a focused study of
a 160 papers across key journals and conference proceedings in the field. From this vantage point, the paper offers a reflection
on the current state of the field of mathematics teacher education research. Our aim is to stimulate discussion that can support
the development of the field, not make final pronouncements about its nature.
The research presented in this paper was done by five mathematics education researchers, the authors listed above, and presented
at ICME10 in Copenhagen in July 2004. This Survey Team (Survey Team 3) was nominated by the International Program Committee
for the Congress and asked to survey “Professional Development of Mathematics Teachers” and present this in a plenary at the
Congress. A copy of the presentation can be viewed at: http://www.wits.ac.za/jadler/presentations.html. An earlier version
of this paper will also appear in the ICME10 proceedings. 相似文献
11.
以2000-2019年间34本教育学SSCI收录期刊发表的学术论文为研究对象,对国外教育研究方法的应用特征进行文献计量分析,结果发现,21世纪以来,国外教育研究方法的应用基本形成了以定量研究为主、质性研究紧随其后、混合研究占有一席之地的格局;因研究议题和学术共同体偏好的差异,具体方法的应用在教育研究的不同领域呈现不同样态;"方法从之于问题"的实用主义导向不断驱动国外教育研究方法应用的多样化。 相似文献
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Against the current infatuation with Asia in Australian education, this article rearticulates the notion of ‘Asia literacy’ to explore new ways of researching on/with/through Asia. Drawing on the post-colonial critique of Western social science knowledge, I first demonstrate the problematic nature of Australian knowledge production on and with Asia in social science and education. And yet, I also highlight the contribution that Australian scholars have made to decolonizing knowledge work, with particular attention to their critique of internationalization of cultural studies in the 1990s. In so doing, I identify the particular epistemic standpoint of Australian scholarship, which has emerged out of its ambivalent location in the global politics of academic knowledge production. Then, I identify three types of engagement by Asian researchers with Western knowledge. Situating Australian education scholarship among them, I explore what ‘Asia literate’ education research might look like from the vantage point of Australia. 相似文献
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This study is an extension of an initial study conducted by Wiese Rogers in 1992 that examined the diversity literature in school psychology journals. The purpose of this study was to review all research published in four major school psychology journals during the decade of the 90s for diversity content to determine if there had been an increase. Results indicated that 10.6% of the articles have diversity as a focus, a slight increase over Wiese Rogers's findings. Assessment continues to be the area that has the greatest number of diversity articles. Six reasons are proposed for the continued gap in the literature base. Implications for the field of school psychology and suggestions for increasing diversity articles are provided. © 2002 Wiley Periodicals, Inc. 相似文献
14.
Keith C. Radley Evan H. Dart Aaron J. Fischer Tai A. Collins 《Psychology in the schools》2020,57(5):683-698
Single-case design (SCD) is a research methodology that may be utilized to establish the presence of a functional relation between an independent and dependent variable. Recent research has found the design to frequently be used within school psychology in the evaluation of intervention procedures. However, the overall prevalence of the design within the broader school psychology literature is unknown. As such, the purpose of the current review was to identify trends in the use of SCD within school psychology publications. Furthermore, the review sought to identify institutions and journals that most frequently published SCD. Finally, the review sought to evaluate trends in experimental rigor of published SCD. Twelve journals were examined, with all publications since their inception reviewed and classified by publication type. Results of the review indicated that SCD was the least frequently published article type. However, data indicate an increase in the prevalence and rigor of the design in recent years. Whereas some journals and institutions were found to have steady rates of SCD publications, others were found to have recent increases in the publication of the design. Implications of findings as they pertain to practitioner practice and adoption of evidence-based practice are described. 相似文献
15.
It is assumed that information and communication technologies (ICTs) are pivotal for globalization of higher education and in internationalization processes. Moreover, it is claimed that globalization and new technologies have opened up a global market for education, in which new providers of higher education operate, and that this competition poses significant threats to traditional campus-based universities and colleges. This article we will shed light on these assumptions, by focusing on the following problem statement: To what extent is ICT seen as a means to internationalize higher education and how are ICTs employed in internationalization processes? This study reports findings from a case study of the Norwegian School of Management, a private business school, which in Norway is often seen as a stereotype of a ‘new provider’ operating in a global market, and a theoretically relevant case for, at a micro level, study the intersection between internationalization and ICT. The case study indicates that although information and communication technologies are seen as central in internationalization processes, and for supporting and coordinating international activities, they are not seen as driving forces for internationalization of higher education. The data indicates five main ways through which ICTs are used as support tools in internationalization processes. 相似文献
16.
This article describes the overlap between the common goals of social justice and children's rights advocates as applied to scholarship and practice in school psychology. We argue that these frameworks overlap a great deal, with a primary distinction being the roots of each approach. Specifically, the origins of social justice movements in school psychology can be traced to multicultural school psychology, whereas the roots of school psychology and children's rights stem more from broader international movements. The potential implications of the similarities and differences are explored through a case study. Finally, recommendations for the next 25 years of social justice and children's rights scholarship and practice are provided. 相似文献
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Yu Li 《Chinese Education & Society》2020,53(3):115-133
Abstract Based on data from the “2014 Chinese University Faculty Survey,” this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education. 相似文献
19.
Liang-Hsuan Chen 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):1-33
This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada. 相似文献
20.
David M. Hulac Kathleen Aspiranti Madeline Jacobson Maryia Schneider Natalie Johnson 《Psychology in the schools》2019,56(7):1089-1100
School Psychology faculty members are expected to publish articles in peer‐reviewed journals that impact the fields of education and psychology. Both the content and the impact of the articles school psychologists publish may change across time and differ from other disciplines. The current analysis sought to understand average article impact, content, and research focus, and to describe those articles that have the highest impact factor. All of the articles (n = 3670) published by school psychology faculty between January, 2010 and December, 2015 were collected and examined. Three reviewers were trained over 2 hr to read abstracts and to classify the content of those abstracts. The literature was systematically classified into four categories: assessment, consultation, intervention, and professional issues. The title, keywords, and abstract were used to find the category of best fit for each publication. The majority of articles published fall into the broad category of Professional Issues. The average article is cited 17.68 times in Google Scholar and 4.9 times in Web of Science. These data will be useful to understand publication content trends and identify gaps in research. 相似文献